國中教師之控制信念對學生偏差行為引發師生衝突情境之教師因應策略影響

Junior High School Teachers' Locus of Control and the Strategies toward Teacher-student Conflict Resulted from the Deviant behaviors of Students

本研究之主要目的為探討國中教師在面對由學生偏差行為所引發之師生衝突情境時教師之因應策略以及教室控制信念對因應策略之影響。本研究依據研究者之教學經驗設計四種在教學課堂中常見的學生偏差行為情境：「批評」、「擾亂」、「否認」、「拖延」，並透過網路問卷調查的方式，進行量化統計分析其研究結果。本研究之研究參與者以全臺灣國中教師為研究樣本，以線型滾雪球取樣的方式獲取正式樣本數，研究者使用Google表單設計網路問卷，透過學校老師相關社群發放網路問卷，共回收434份，經篩選後得到431份有效問卷（有效回收率99.30％）。問卷內容分別為－教師基本資料、控制信念量表、教師因應量表。研究結果顯示在控制信念中偏向「高內在自控」特質的教師傾向於在學生出現偏差行為時使用雙向折衷協調策略；相反的，「低內在自控特質」的教師則傾向於與「高外在控制特質」教師出現一致的管教放棄放任策略。另外，在批評情境中，教師傾向使用雙向折衷協調以及管教放棄放任策略；在擾亂情境中，教師傾向使用單向指正訓誡策略。正向自我效能對雙向折衷協調具有全面性正向預測力；對管教放棄放任則具有全面性負向預測力；但在擾亂情境（正向）及拖延情境（負向）中出現對單向指正訓誡不同方向的預測效果。自我能力信心則對雙向折衷協調有全面的正向預測力；相反的外在環境控制則與所有衝突情境中的管教放棄放任有正向預測力。

The purpose of this study was to investigate the main variable which affects teachers' response and practice when coping with the teachers-students conflict resulted from students' deviance behaviors. We designed questionnaire based on the researcher's on-site work experiences at school, theory of locus of control and conflict theory. We designed four types of students' deviance behaviors where commonly take place in the classroom: criticizing, disturbing, denying and procrastinating as the teacher-student conflict situation. The characteristic of this study is to apply diverse situations of students' deviance behaviors as manipulating variables. The participants of this study were junior high school teachers in Taiwan as research samples. Official questionnaires were collected by linear snowball sampling to obtain official samples in this research. The researcher applied Google form to design online questionnaires and spread out to junior high school teachers in Taiwan. 431 reliable questionnaires were collected to analyze descriptive statistics and inferential statistics by using the software of SPSS 20. The results of this research are showed as follows: 1. Personality traits significantly affected teachers coping strategies toward diverse situations of students' deviance behaviors. 2. Teachers within different personalities responded similarly when coping with students' deviance behaviors in diverse situations. 3. Teachers are able to develop appropriate practices according to diverse situations of students' deviance behaviors.